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2nd Sem > Health Educ finals > Flashcards

Health Educ finals Flashcards

1
Q

Factors which influenced the growth of patient education from the mid-1800s through the turn of the 20th century

A
  1. Emergence of nursing and other health professions
  2. Technological developments
  3. Emphasis on patient-caregiver relationships
  4. Spread of tuberculosis and other communicable diseases
  5. Growing of interest in the welfare of mothers and children
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2
Q

The purpose of this is to increase the competence and confidence of clients for self-management and increase the responsibility and independence of clients for self-care

A

Patient Education

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3
Q

The founder of modern nursing. Developed the first school of nursing.

A

Florence Nightingale

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4
Q

Any type of work that needs special training or a particular skill, often one that is respected because it involves a high level of education.

A

Profession

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5
Q

Is a member of a profession. They are governed by codes of ethics and profess commitment to competence, integrity and morality, altruism and the promotion of public good within their expert domain

A

Professional

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6
Q

Maintain health in human through the application of the principles and procedures of evidence-based medicine and caring

A

Health Professionals

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7
Q

Who is the component of the novice to expert model

A

Patricia Benner

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8
Q

Identify the Novice to Expert:
- Has no professional experience
- No experience of what they are expected to perform
- “Tell me what I need to do and I’ll do it”

A

Novice

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9
Q

Identify the Novice to Expert:
- Can note recurrent meaningful situational, components, but not prioritize between them
- “I have done it, so I can perform it”
- Those who can demonstrate marginally acceptable performance
- Those who have coped with enough real situations to note, or to have pointed out to them by a mentor

A

Beginner

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10
Q

Identify the Novice to Expert:
- Begins to understand action in terms of long-range goals
- “I am confident that I can do it”
- Has done the job on the same of similar unit fortwo or three years
- Nurse see her actions in terms of long range plans which she is consciously aware
- can plan analytically and contemplates on problems at hand

A

Component

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11
Q

Identify the Novice to Expert:
- Perceives situations as whole, rather than in terms of aspects
- “Given this situation, the best action is”
- Perceives the situation as a whole rather than in terms of chunk of task or activities to be done
- Performance is guided by principles

A

Proficient

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12
Q

Identify the Novice to Expert:
- Has intuitive grasp of the situation and zeroes in on the accurate region of the problem
- “This is how this is supposed to be done because it felt right;it looked good”
- Has enormous background of experience with an intuitive grasp of each situation
- Focuses on the core of the problem in the most allowable time and resources

A

Expert

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13
Q

Identify the roles and responsibility of a professional nurse:
Directly render safe and nurturing interventions and therapeutics to clients in any setting

A

Health care provider

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14
Q

Identify the roles and responsibility of a professional nurse:
Provide health teaching in promoting health and preventing disease

A

Teacher

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15
Q

Identify the roles and responsibility of a professional nurse:
Give ample time to listen and provide guidance and counseling

A

Counselor

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16
Q

Identify the roles and responsibility of a professional nurse:
Initiate means to modify the system both internal and external to facilitate healing of clients

A

Change agent

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17
Q

Identify the roles and responsibility of a professional nurse:
One who acts in behalf of the client

A

Patient’s Advocate

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18
Q

Identify the roles and responsibility of a professional nurse:
Utilizes the functions of management in caring for a group of clients

A

Unit Manager

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19
Q

Identify the Expanded roles of a nurse:
Conduct studies in order to improve knowledge in the practice of nursing

A

Researcher

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20
Q

Identify the Expanded roles of a nurse:
Completed a master’s degree program of specialty and has considerable clinical expertise in that specialty

A

Nurse Specialist

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21
Q

Identify the Expanded roles of a nurse:
Completed either a certificate program or a master’s degree in a specialty and is also certified by the appropriate specialty organization
- Skilled in making nurse process and in treating minor self-limiting illness

A

Nurse Practitioner

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22
Q

— A person shall be deemed to be practicing nursing
within the meaning of this Act when he/she singly or in
collaboration with another, initiates and performs
nursing services to individuals, families and
communities in any health care setting. It includes, but
not limited to, nursing care during conception, labor,
delivery, infancy, childhood, toddler, pre-school, school
age, adolescence, adulthood and old age. As
independent practitioners, nurses are primarily
responsible for the promotion of health and prevention
of illness. As members of the health team, nurses shall
collaborate with other health care providers for the
curative, preventive, and rehabilitative aspects of care,
restoration of health, alleviation of suffering, and when
recovery is not possible, towards a peaceful death

A

RA 9173, Article 6, Section 28

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23
Q

Aims of Nursing

A
  • To promote health
  • To prevent illness
  • To restore health
  • To facilitate coping with disability or death
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24
Q

The range of personal, social, economic and environmental factors which determine the health status of individuals or populations

A

Determinants of Health

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25
Q

Is the process of enabling people to increase control over, and to improve their health

A

Health promotion

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26
Q

Comprises of consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health

A

Health Education

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27
Q

Represents the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health

A

Health literacy

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28
Q

Any activity undertaken by an individual, regardless of actual or perceived health status, for the purpose of promoting, protecting or maintaining health, whether, or not such behavior is objectively effective towards that end

A

Health behavior

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29
Q

Behaviors associated with increased susceptibility to a specific cause of ill-health

A

Risk behavior

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30
Q

Social, economic or biological status, behaviors or environments which are associated with or cause increased susceptibility to a specific disease, ill health, or injury

A

Risk factors

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31
Q

A description and/or measurement of the health of an individual or population at a particular point in time against identifiable standards, usually by reference to health indicators

A

Health status

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32
Q

A change in the health status of an individual, group or population which is attributable to a planned intervention or series of interventions, regardless of whether such an intervention was intended to change health status

A

Health Outcome

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33
Q

Equity means fairness. Equity in health means that people’s needs guide the distribution of opportunities for well-being

A

Equity in health

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34
Q

Identify the Orientation of Learning:
Purpose of learning is the produce behavioral change in desired direction

A

Behaviorist

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35
Q

Identify the Orientation of Learning:
To develop capacity and skills to learn better

A

Cognitivist

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36
Q

Identify the Orientation of Learning:
To become self-actualized, mature, autonomous

A

Humanist

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37
Q

Identify the Orientation of Learning:
To learn new roles and behaviors

A

Social Cognitive

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38
Q

Identify the Orientation of Learning:
To construct knowledge

A

Constructivist

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39
Q

Coherent framework of integrated constructs and principles that describe, explain or predict how people learn

A

Learning Theory

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40
Q
  • Stimulus - response Theory (THORNDIKE)
  • Conditioned Response (PAVLOV)
  • Operant Conditioning (SKINNER)
A

Behaviorism theories

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41
Q

Using animals in controlled experiments, Thorndike noted that through repeated trail-and-error learning

A

Thorndike’s S-R theory of learning Connectionism

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42
Q

Identify the three laws of learning:
States that learners will acquire and remember responses that lead to satisfying aftereffects

A

Law of Effect

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43
Q

Identify the three laws of learning:
Asserts that the repetition of a meaningful connection results in substantial learning

A

Law of Exercise

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44
Q

Identify the three laws of learning:
Notes that if the organism is ready for the connection. learning is enhanced, and if it is not, learning is inhibited

A

Law of Readiness

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45
Q
  • Also termed association learning, classical conditioning, pavlovian conditioning
  • Emphasizes the importance of stimulus conditions and the association formed in the learning process
A

Respondent Conditioning

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46
Q

Tendency of initial learning experience to be easily applied to other similar stimuli

A

Stimulus Generalization

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47
Q

With more varied experiences, individuals learn to differentiate among similar stimuli

A

Discrimination Learning

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48
Q

A response may appear to be extinguished, it may recover and reappear at any time

A

Spontaneous Recovery

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49
Q

Focuses on the behavior of the organism and reinforcement that occurs after the response

A

Operant Conditioning

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50
Q

Identify the method of increasing probability of response:
Application of a pleasant stimulus

A

Positive Reinforcement

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51
Q

Identify the method of increasing probability of response:
A pleasant stimulus is applied following an organism’s response

A

Reward Conditioning

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52
Q

Identify the method of increasing probability of response:
Removal of an aversive or unpleasant stimulus

A

Negative reinforcement

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53
Q

Identify the method of increasing probability of response:
As an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease

A

Escape conditioning

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54
Q

Identify the method of increasing probability of response:
An aversive stimulus is anticipated by the organism, which makes a response to avoid the unpleasant event

A

Avoidance conditioning

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55
Q

Identify the method of decreasing the probability of response:
An organism’s conditioned response is not followed by any kind of reinforcement

A

Nonreinforcement

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56
Q

Identify the method of increasing probability of response:
Following a response, an aversive stimulus is applied that the organism cannot escape or avoid

A

Punishment

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57
Q

Mental processes involved in thinking, perceiving, problem solving and remembering. Thinking and reasoning play a major part in how people learn

A

Cognitive Theories of Learning

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58
Q

Emphasizes to view the whole rather than looking at small parts that make up the whole

A

Gestalt learning

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59
Q

A cognitive perspective that emphasizes thinking processes: thought, reasoning, the way information is encountered and stored, and memory functioning

A

Information processing

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60
Q

Psychological organization is directed toward simplicity, equilibrium, and regularity

A

Principles in Gestalt learning

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61
Q

Information processing model of memory

A

Stage 1 Attention (External Processes)
Stage 2 Processing (Internal Processes)
Stag 3 Memory Storage (Internal Processes)
Stage 4 Action (External Processes)

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62
Q

Is a particularly helpful for assessing problems in acquiring, remembering, and recalling information

A

The information-processing perspective

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63
Q

Focused on people’s potential, believing that humans strive to reach the possible level of achievement

A

Humanistic Learning

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64
Q

Maslow’s hierarchy of needs

A
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65
Q

The art and science of helping adults learn

A

Andragogy

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66
Q

Learning is largely an information processing activity in which information about the structure of behavior and about environmental events is transformed into symbolic representations that serves as guides for actions

A

Bandura’s Social Cognitive Theory

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67
Q

Basically, a stance that maintains that learning is a process of constructing meaning; it is how people make sense of their experience

A

Constructivism

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68
Q

Emphasized the significance of language, social interaction, and adult guidance in the learning process

A

Lev Vygotsky’s Sociocultural Theory

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69
Q

One of the most widely used conceptual
frameworks in health behavior research, both to
explain change and maintenance of health-
related behaviors and as a guiding framework
for health behavior interventions.

A

The Health Belied Model

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70
Q

Uses stages of
change to integrate processes and principles of
change across major theories of intervention

A

The Transtheoretical Model

71
Q

Stages of Change of Transtheoretical Model

A
  1. Precontemplation
  2. Contemplation
  3. Preparation
  4. Action
  5. Maintenance
  6. Termination
72
Q

A set of processes associated with practice or experience leading to realtively permanent changes in the capability for movement

A

Motor Learning

73
Q

Stages of Motor learning

A

Fitts and Posner’s three-stage sequential model of motor learning
1. Cognitive stage
2. Associative stage
3. Autonomous stage

74
Q

Serves as a signal to the individual that learning has occurred and thereby acts as feedback for learners

A

Reinforcement

75
Q

A systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations: teaching and learning

A

Education Process

76
Q

Identify the Role of a nurse as a health educator:
The goal of the nurse as educator, it to promote health

A

Facilitator of change

77
Q

Identify the Role of a nurse as a health educator:
Informal or formal contracts can delineate and promote learning objectives

A

Contractor

78
Q

Needs to be as specific as possible and include the who, what, when, where, and how of the learning process

A

Plan of action

79
Q
A
79
Q

Identify the Role of a nurse as a health educator:
Organization of the learning situation, including manipulation of materials and space, sequential organization of content from simple to complex and determining priority of subject matter

A

Organizer

80
Q

Identify the Role of a nurse as a health educator:
Evaluative processes are an integral part of all learning

A

Evaluator

81
Q

A gap between what the learner knows and what the learner needs or wants to know. This gap between a desired level of performance and the actual level of performance may arise because of a lack of knowledge, attitude, or skill

A

Learning Need

82
Q

Sources of information about the health problems of population are:
Epidemiologic reports
Community needs assessment reports
Health statistics
Incident Reports

A

Health Problems

83
Q

Factors that indicate the likelihood of his or her desire to take preventive actions

A

Motivation

84
Q

The time the learner demonstrates the interest in learning the information necessary to maintain optimal health or to become skillful in a jo

A

Readiness to learn

85
Q

PEEK

A

Physical readiness
Emotional Readiness
Experiental Readiness
Knowledge Readiness

86
Q

PEEK examples

A

⮚ P = PHYSICAL
READINESS
* Measures of ability
* Complexity of task
* Environment effects
* Health status
* Gender
⮚ E = EMOTIONAL
READINESS
* Anxiety level
* Support system
* Risk-taking behavior
* Frame of mind
* Developmental stage
⮚ E = EXPERIENTAL
READINESS
* level of aspiration
* Past coping mechanism
* Cultural background
* Locus of control
* Orientation
⮚ K = KNOWLEDGE
READINESS
* Present knowledge base
* Cognitive ability
* Learning disabilities
* Learning styles

87
Q

True or false:
Women are more receptive to medical care and take fewer risk to their health

A

True

88
Q

True of False:
Men are more receptive to health care interventions and more likely to be risk takers

A

Men are less receptive to health care interventions and more likely to be risk takers

89
Q

Affects health behavior, so as the teaching learning process

A

Culture

90
Q

May predict likelihood to seek for treatment earlier in the disease process. Affects the nurses in terms of providing information at an appropriate level - basic or in great medical detail

A

Educational Level

91
Q

Differences in available energy and comfort level of health, acutely and chronically ill clients affects their readiness to learn

A

Health Status

92
Q

Affects the information being ability to make use of taught rather than the learning process itself. Information is learned but not able to change behaviors due to lack of resources

A

Socio-Economic Status

93
Q

Determines the learners’ cognitive, affective, and psychomotor ability to learn. The teaching strategies must suit the maturational levels of the learners across the lifespan

A

Age and Developmental

94
Q

Ways individuals process information

A

Learning Style

95
Q

Children with a tendency to display this type of intelligence have highly developed auditory skills and think in words

A

Linguistic intelligence

96
Q

Children who are strong in the intelligence explore patterns, categories, and relationships

A

Logical-mathematical intelligence

97
Q

Children with high spatial intelligence learn by images and pictures

A

Spatial intelligence

98
Q

Musically intelligent children can be found singing a tune, indicating when a note is off key

A

Musical intelligence

99
Q

Children with this type of intelligence learn by processing knowledge through bodily sensations

A

Bodily- kinesthetic intelligence

100
Q

Children with high interpersonal intelligence understand people, notice others’ feelings, tend to have many friends, and are gifted in social skills

A

Interpersonal intelligence

101
Q

Children with this type of intelligence have strong personalities prefer the inner world of feelings and ideas, and like being alone

A

Intrapersonal intelligence

102
Q

Children with high naturalistic intelligence can distinguish and categorize objects or phenomena in nature

A

Naturalistic intelligence

103
Q

Focuses on persons preference for taking in and putting out information

A

VARK Learning Styles

104
Q

Like
graphical
representations such as
flowcharts with step-by-
step directions

A

Visual learners

105
Q

Enjoy
listening to lectures,
often need directions
read aloud, and prefer to
discuss topics and form
study groups.

A

Aural learners

106
Q

Like the written word, as
evidenced by reading or
writing, with references
to additional sources of
information.

A

Read/write learners

107
Q

Enjoy doing hands-on
activities, such as role
play and return
demonstration

A

Kinesthetic learners

108
Q

Is a useful paradigm originally developed to assist nurses to organize and carry out the education process

A

ASSURE Model

109
Q

ASSURE MODEL

A

Analyze the learner
State the objectives
Select the instructional methods and materials
Use the instructional methods and materials
Require learner performance
Evaluate the teaching plan and revise as necessary

110
Q

describe what the learner is
expected to be able to do to demonstrate
kinds of behavior the teacher will accept as
evidence that objectives have been achieved

A

Performance

111
Q

describes the situation under
which the behavior will be observed or the
performance will be expected to occur

A

Condition

112
Q

describes how well, with what
accuracy or within what time frame the
learner must be able to perform the behavior
so as to be competent

A

Criterion

113
Q

ABCD - an easy way to remember the four elements that should be in a behavioral objective

A

Audience, Behavior, Condition, Degree

114
Q
  • Known as the thinking domain
  • Learning in this domain involves acquiring information and addressing the development of the learner’s intellectual abilities, mental capacities, understanding, and thinking processes
  • Objectives in this domain are divided into six levels

Knowledge, comprehension, application, analysis, synthesis, evaluation

  • Lecture, group discussion, one-to-one instruction, and self-instruction activities, such as computer assisted instruction. Verbal, written, and visual tools
A

Cognitive Domain

115
Q
  • Known as the feeling domain
  • Learning in this domain involves an increasing internalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values, and appreciations
  • is divided into categories that specify the degree of a person’s depth of emotional responses to tasks

Receiving, Responding, Valuing, Organizing, Characterizing

  • Developing values, exploring attitudes, interests, and feelings
  • Role model, role play, stimulation, gaming, questioning, case studies, and group discussion sessions
A

Affective Domain

116
Q

Includes personal perceptions of one’s own self, such as self-concept, self-awareness, and self-acceptance

A

Intrapersonal level

117
Q

Includes the perspective of self in relation to other individuals

A

Interpersonal level

118
Q

Involves the perception of others as established groups

A

Extrapersonal level

119
Q
  • known as the skills domain
  • learning in this domain involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure
  • divided into seven levels, from simple to complex

Perception, set, guided response, mechanism, complex overt response, adaptation, origination

  • DVDs, audiotapes, CDs, models, diagrams, posters
A

Psychomotor domain

120
Q

SMART

A

Specific
Measurable
Achievable
Realistic
Timely

121
Q

A blueprint to achieve the goal and the objectives that have been developed

A

Teaching Plan

122
Q

The art and science of helping children to learn

A

Pedagogy

123
Q

The art and science of teaching adults

A

Andragogy

124
Q

The study of self-determined learning

A

Heutagogy

125
Q

The teaching of older persons

A

Geragogy

126
Q
  • Birth to 3 years
  • Cognitive stage: Sensorimotor
  • Autonomy vs Shame and Doubt
  • allow play and manipulation of objects
A

Infancy-Toddlerhood

127
Q
  • 3-5
  • Cognitive stage: Preoperational
  • Initiative vs guilt
  • welcome active involvement
A

Early Childhood

128
Q
  • 6-11 years
  • cognitive stage: concrete operations
  • Industry vs. Inferiority
  • Use logical explanation
A

Middle and Late childhood

129
Q
  • 12-19 years
  • Formal operations
  • Identity vs. role confusion
  • 1:1 teaching without parents present
A

Adolescence

130
Q
  • 20-40 years
  • formal operations
  • intimacy vs. isolation
  • recognize social role
  • organize material
A

Young Adulthood

131
Q
  • 41-64 years
  • Formal operations
  • generativity vs. self-absorption and stagnation
  • at peak in career
A

Middle-aged adulthood

132
Q
  • 65 years and over
  • formal operations
  • ego integrity vs. despair
  • cognitive changes and psychosocial changes
A

Older Adulthood

133
Q

Is the way information is taught that brings the learner into contact with what is to be learned

A

Teaching Methods

134
Q

Objects or vehicles by which information is being communicated. Tools and aids used to transmit information and to enhance teaching and learning. Tools to deliver education messages creatively, clearly, accurately and in a timely manner

A

Instructional Materials

135
Q

The way information is taught that brings the learner into contact with what is to be learned

A

Teaching Methods

136
Q

Both software and hardware used in presenting information
- powerpoint slides
-

A

Delivery System

137
Q

Intended message. Independent of the delivery system and is the actual information being communicated to the learner

A

Content

138
Q

The form of the message
Occurs along a continuum from concrete to abstract

A

Presentation

139
Q

The condition of being real
- most concrete form of stimuli that can be used to deliver information
ex demonstration

A

Realia

140
Q
  • Less concrete, more abstract form of stimuli to deliver a message
    ex photographs, real-life drawings
A

Illusionary Representation

141
Q

-Most Abstract type of messages, most common form of instructional material
Ex. Numbers, letters

A

Symbolic Representation

142
Q
  • Most widely used and most accessible type of tools for teaching and learning
  • leaflets, books, pamphlets, brochures, instructional sheets
  • frozen language
A

Written materials

143
Q
  • Include many types of visuals, hands-on media
  • Stimulate visual senses but can combine the sense of sight with touch and sometimes even smell and taste
A

Demonstration materials

144
Q

Three-dimensional objects that allow learner to immediately apply knowledge and psychomotor skills by observing, examining, manipulating, handling assembling and disassembling while the educator provides feedback

A

Models

145
Q

Exact copy constructed to scale that resembles the features or substance of the original object. Its dimension may be decreased or enlarged to make demonstration easier and more understandable

A

Replicas

146
Q

Have the same properties and performs like the real objects
Effective in explaining and representing dynamic systems.
- sophisticated human patient simulator

A

Analogues

147
Q

Used frequently in teaching situations. Convery messages to the receiver through visual images or association

A

Symbols

148
Q

Two-dimensional objects that serve as useful tools for a variety of teaching purposes
ex whiteboards, flip charts, smart boards, story boards

A

Displays

149
Q

A type of display material, commonly utilized to communicate health information. Are hybrids of print and visual media, use the written word together with graphic illustrations

A

Posters

150
Q

Support and enrich the education process by stimulating the senses. of seeing and hearing, adding variety to the teaching-learning experience, and instilling visual memories

A

Audiovisual Materials

151
Q

Use of two or more types of learning modes that can be accessed via computer to engage the learner in the content

A

Multimedia Learning

152
Q

Combines e-learning technology with more traditional instructor-led teaching methods, such as a lecture or demonstration

A

Blended Learning

153
Q

Appropriate for audience of various
Ex overheard transparencies, powerpoint slides
SMART Board systems and other computer outputs that are projected into a screen

A

Projected Learning Resources

154
Q

Cds, digital sound players, radio and podcasts have become popular tools for teaching and learning

A

Audio Learning Resources

155
Q

Used for teaching in a variety settings.
Ex. Digital video files, DVD, camcorders, DVD recorders, television sets, computer monitors

A

Video learning resources

156
Q

Are means by which information can be transmitted via television, telephone, related modes of audio and video teleconferencing

A

Telecommunications Learning Resources

157
Q

Computer-assisted instruction has been used for education in healthcare settings

A

Computer Learning Resources

158
Q

The gap between those who have access to online health information and those who do not

A

Digital Health divide

159
Q

Who is the component for the Theory of human caring

A

Watson

160
Q

Who is the component for the Transcultural care theory

A

Leininger and McFarland

161
Q

Who is the proponent of the Novice to Expert model

A

Benner

162
Q

Who is the component for the theory of caring

A

Swanson

163
Q

Focuses on the study and analysis of different cultures and subcultures with respect to cultural care, health beliefs, and health practices

A

Transcultural theory

164
Q

States that an individual’s behavior is predicated by his or her behavioral intentions

A

Theory of Planned Behavior

165
Q

Perceived likelihood of performing behavior

A

Behavioral intention

166
Q

Personal evaluation of the behavior

A

Attitude

167
Q

Beliefs about whether key people approve or disapprove of the behavior

A

Subjective norm

168
Q

Belief that one has, and can exercise control over performing the behavior

A

Perceived behavioral control

169
Q

Bandura posits that individuals learn from their interactions and observations

A

Social Cognitive Theory

170
Q

A person ’ s expectations, beliefs, self - perceptions, goals, and
intentions shape and direct behavior

A

Personal factors

171
Q

Human expectations, beliefs, and cognitive competencies are
developed and modified by social influences and physical structures within the
environment.

A

Environmental factors

172
Q

A person ’ s behavior will determine the aspects of the person ’ s
environment to which the person is exposed, and behavior is, in turn, modified by that
environment

A

Behavioral Factors

173
Q

Adresses how new ideas, concepts, or practices can spread within a community or society or from one society to another

A

Diffusion of innovation theory Everett Rogers

2nd Sem (13 decks)

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